1. (W)Where (Understanding), Why (Real Life), and What (MLR and Product) 2. (H)Hook (Engage) 3. (E)Equip (Instruction), Explore (Graphic Organizer), and Experience (Cooperative Learning) 4. (R)Rethink, Revise, Rehearse, and Refine (Timely Feedback) 5. (E)Evaluate (Self- Assessment) 6. (T) Tailor (Multiple Intelligences 6 to 8 and use each at least twice) 7. (O)Organize (Facet of Understanding)
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)
1. Student will understand the differences between the Bill of Rights and the Constitution. (Where) The real life connection for this lesson has to do with rights given to individuals. (Why)Students understand the legal rights, the civic duties and responsibilities, and roles of citizens living under other forms of government in the world.(What)
Product: Infomercial comparing and contrasting (I-Movie)
2. Video on formation of BOR (Hook)
3. The origins of the BOR and the Constitution. (Equip)Use a flow chart to help plan ideas(Explore), Cooperative Learning (Experience)
4. As they use the graphic organizer they will brainstorm the big idea. (Rethink) Once they self-assess using the checklist, they will make improvements to their product. (Revise) Practice their presentation/report out (Rehearsal) Teacher will feedback through the wiki and students will again improve their product. (Refine)
5. Rubric, Checklist (Evaluate)
6.
Verbal: Lectures
Visual: Lectures with PowerPoint
Logic: Inclusion of dates, graphs, numbers
Interpersonal: group work on project
Intrapersonal: Research will be have to be done as homework on their own.
Music: Video will have music component
Kinesthetic: Video and computer work
Naturalistic: Students will have a opportunity to go outside to film.
7. Students will be able to explain the formation of the constitution and bill of rights and how they differ. (Organize)
Lesson 2
Consider the W.H.E.R.E.T.O. elements. (L)
8. Students will understand the and be able to evaluate the relationship between the Constitution BOR and landmark court cases. (Where) The real life connection for this lesson has to do with rights given to individuals. (Why)Students understand the legal rights, the civic duties and responsibilities, and roles of citizens living under other forms of government in the world.(What)
Product: imovie describing the important court case, the effect and the connection to the constitution and Bill of Rights.
9. Presentation on court cases involving teenagers (Hook)
10. The origins of the BOR and the Constitution. (Equip) Students will use a planning chart to organize ideas. (Explore), Cooperative Learning (Experience)
11. As they use the graphic organizer they will brainstorm the big idea. (Rethink) Once they self-assess using the checklist, they will make improvements to their product. (Revise) Practice their presentation/report out (Rehearsal) Teacher will feedback through the wiki and students will again improve their product. (Refine)
12. Rubric, Checklist (Evaluate)
13.
Verbal: Lectures on Court Cases
Visual: Lectures with Pictures of individuals involved
Logic: Inclusion of dates, graphs, numbers
Interpersonal: group work on project
Intrapersonal: Research will be have to be done as homework on their own.
Music: Video will have music component
Kinesthetic: Video and computer work
Naturalistic: Some of the choices for court cases will concern the human body, environment or animals.
14. Students will be able to explain a court case, how it effected individuals and how is connects to the constitution and Bill of Rights. (Organize)
Lesson 3
Consider the W.H.E.R.E.T.O. elements. (L)
15.Students will understand the impact of a landmark court cases. (Where) The real life connection for this lesson has to do with rights given to individuals. (Why)Students understand the legal rights, the civic duties and responsibilities, and roles of citizens living under other forms of government in the world.(What)
Product:: Comic Life
16. Presentation on court cases involving major issues (Hook)
17.The history behind some court cases. (Equip) Students will use a 5-W's chart to organize outcomes of the court cases. (Explore), Cooperative Learning (Experience)
18.As they use the graphic organizer they will brainstorm the big idea. (Rethink) Once they self-assess using the checklist, they will make improvements to their product. (Revise) Practice their presentation/report out (Rehearsal) Teacher will feedback through the wiki and students will again improve their product. (Refine)
19.Rubric, Checklist (Evaluate)
20. Verbal: Lectures on Court Cases
Visual: Lectures with Pictures of individuals involved
Logic: Inclusion of dates, graphs, numbers
Interpersonal: group work on project
Intrapersonal: Research will be have to be done as homework on their own.
Music: Comic life will have music component. Some cases will have to do with music.
Kinesthetic: Comic Life and computer work
Naturalistic: Some of the choices for court cases will concern the human body, environment or animals.
21.Students will be able to explain a court case, the history behind it, and how it effected individuals (Organize)
Lesson 4
Consider the W.H.E.R.E.T.O. elements. (L)
22..Students will understand how the rights we have, have changed or adapted. (Where) The real life connection for this lesson has to do with rights given to individuals. (Why)Students understand the legal rights, the civic duties and responsibilities, and roles of citizens living under other forms of government in the world.(What)
Interactive Wiki
23. Video on amendments to Bill of Rights (Hook)
24. The history behind some court cases. (Equip) Students will use a E-Chart to organize their ideas on rights. (Explore), Cooperative Learning (Experience)
25.As they use the graphic organizer they will brainstorm the big idea. (Rethink) Once they self-assess using the checklist, they will make improvements to their product. (Revise) Practice their presentation/report out (Rehearsal) Teacher will feedback through the wiki and students will again improve their product. (Refine)
26.Rubric, Checklist (Evaluate)
27.Rubric, Checklist (Evaluate)
20. Verbal: Lectures on Court Cases
Visual: Lectures with Pictures of individuals involved
Logic: Inclusion of dates, graphs, numbers
Interpersonal: group work on project
Intrapersonal: Research will be have to be done as homework on their own.
Music: Right can relate to things like music ownership, sharing ect,
Kinesthetic: Computer work
Naturalistic: Some of the choices for rights will concern the human body, environment or animals.
28.Students will be able to explain how a certain right has been gained, lost or changed over time (Organize)
Lesson 5
Consider the W.H.E.R.E.T.O. elements. (L)
29.Students will understand Government Bodies around the world are different (Where) The real life connection for this lesson has to do with the role of government in people's lives. (Why)Students understand the legal rights, the civic duties and responsibilities, and roles of citizens living under other forms of government in the world.(What)
Product: Video
30. Discussion about different types of government (Hook)
31.Research different countries' governmental structure. (Equip) Students will use a idea rake to organize their ideas on parts of the government. (Explore), Cooperative Learning (Experience)
32.As they use the graphic organizer they will brainstorm the big idea. (Rethink) Once they self-assess using the checklist, they will make improvements to their product. (Revise) Practice their presentation/report out (Rehearsal) Teacher will feedback through the wiki and students will again improve their product. (Refine)
33.Rubric, Checklist (Evaluate)
34.Verbal: Lectures on different countries
Visual: Lectures with Pictures countries involved
Logic: Inclusion of dates, graphs, numbers
Interpersonal: group work on project
Intrapersonal: Research will be have to be done as homework on their own.
Music: In video production music will be used, also can play music from different countries.
Kinesthetic: Computer work
Naturalistic: can film outside.
35.Students will be able to explain how another country's government works (Organize)
Lesson 6
Consider the W.H.E.R.E.T.O. elements. (L)
36.Students will understand how to participate with their own government(Where) The real life connection for this lesson has to do with the the role of individuals with the government and the government in people's lives. (Why)Students understand the legal rights, the civic duties and responsibilities, and roles of citizens living under other forms of government in the world.(What)
Product: Email to a legislator.
37. Discussion about problems you might talk to a legislator about (Hook)
38. Research a problem in the area. (Equip) Students will use an KWS chart to organize their ideas on parts of the government. (Explore), Cooperative Learning (Experience)
39.As they use the graphic organizer they will brainstorm the big idea. (Rethink) Once they self-assess using the checklist, they will make improvements to their product. (Revise) Practice their presentation/report out (Rehearsal) Teacher will feedback through the wiki and students will again improve their product. (Refine)
40.Rubric, Checklist (Evaluate)
41.Verbal: Writing out an email to legislators
Visual: Taking photos of problem areas to include.
Logic: Using data to talk about possible solutions and funding.
Interpersonal: group work on project
Intrapersonal: Research will be have to be done as homework on their own.
Music: Can discuss issues about music.
Kinesthetic: Computer work
Naturalistic: Environmental issues will be an option to talk about.
42. Students will be able to understand how one might play a role with government. (Organize)
Stage 3 Plan Learning Experiences and Instruction
1. (W) Where (Understanding), Why (Real Life), and What (MLR and Product)
2. (H) Hook (Engage)
3. (E) Equip (Instruction), Explore (Graphic Organizer), and Experience (Cooperative Learning)
4. (R) Rethink, Revise, Rehearse, and Refine (Timely Feedback)
5. (E) Evaluate (Self- Assessment)
6. (T) Tailor (Multiple Intelligences 6 to 8 and use each at least twice)
7. (O) Organize (Facet of Understanding)
Lesson 1
Consider the W.H.E.R.E.T.O. elements. (L)1. Student will understand the differences between the Bill of Rights and the Constitution. (Where) The real life connection for this lesson has to do with rights given to individuals. (Why) Students understand the legal rights, the civic duties and responsibilities, and roles of citizens living under other forms of government in the world. (What)
Product: Infomercial comparing and contrasting (I-Movie)
2. Video on formation of BOR (Hook)
3. The origins of the BOR and the Constitution. (Equip)Use a flow chart to help plan ideas(Explore), Cooperative Learning (Experience)
4. As they use the graphic organizer they will brainstorm the big idea. (Rethink) Once they self-assess using the checklist, they will make improvements to their product. (Revise) Practice their presentation/report out (Rehearsal) Teacher will feedback through the wiki and students will again improve their product. (Refine)
5. Rubric, Checklist (Evaluate)
6.
Verbal: Lectures
Visual: Lectures with PowerPoint
Logic: Inclusion of dates, graphs, numbers
Interpersonal: group work on project
Intrapersonal: Research will be have to be done as homework on their own.
Music: Video will have music component
Kinesthetic: Video and computer work
Naturalistic: Students will have a opportunity to go outside to film.
7. Students will be able to explain the formation of the constitution and bill of rights and how they differ. (Organize)
Lesson 2
Product: imovie describing the important court case, the effect and the connection to the constitution and Bill of Rights.
9. Presentation on court cases involving teenagers (Hook)
10. The origins of the BOR and the Constitution. (Equip) Students will use a planning chart to organize ideas. (Explore), Cooperative Learning (Experience)
11. As they use the graphic organizer they will brainstorm the big idea. (Rethink) Once they self-assess using the checklist, they will make improvements to their product. (Revise) Practice their presentation/report out (Rehearsal) Teacher will feedback through the wiki and students will again improve their product. (Refine)
12. Rubric, Checklist (Evaluate)
13.
Verbal: Lectures on Court Cases
Visual: Lectures with Pictures of individuals involved
Logic: Inclusion of dates, graphs, numbers
Interpersonal: group work on project
Intrapersonal: Research will be have to be done as homework on their own.
Music: Video will have music component
Kinesthetic: Video and computer work
Naturalistic: Some of the choices for court cases will concern the human body, environment or animals.
14. Students will be able to explain a court case, how it effected individuals and how is connects to the constitution and Bill of Rights. (Organize)
Lesson 3
Product:: Comic Life
16. Presentation on court cases involving major issues (Hook)
17.The history behind some court cases. (Equip) Students will use a 5-W's chart to organize outcomes of the court cases. (Explore), Cooperative Learning (Experience)
18.As they use the graphic organizer they will brainstorm the big idea. (Rethink) Once they self-assess using the checklist, they will make improvements to their product. (Revise) Practice their presentation/report out (Rehearsal) Teacher will feedback through the wiki and students will again improve their product. (Refine)
19.Rubric, Checklist (Evaluate)
20. Verbal: Lectures on Court Cases
Visual: Lectures with Pictures of individuals involved
Logic: Inclusion of dates, graphs, numbers
Interpersonal: group work on project
Intrapersonal: Research will be have to be done as homework on their own.
Music: Comic life will have music component. Some cases will have to do with music.
Kinesthetic: Comic Life and computer work
Naturalistic: Some of the choices for court cases will concern the human body, environment or animals.
21.Students will be able to explain a court case, the history behind it, and how it effected individuals (Organize)
Lesson 4
Interactive Wiki
23. Video on amendments to Bill of Rights (Hook)
24. The history behind some court cases. (Equip) Students will use a E-Chart to organize their ideas on rights. (Explore), Cooperative Learning (Experience)
25.As they use the graphic organizer they will brainstorm the big idea. (Rethink) Once they self-assess using the checklist, they will make improvements to their product. (Revise) Practice their presentation/report out (Rehearsal) Teacher will feedback through the wiki and students will again improve their product. (Refine)
26.Rubric, Checklist (Evaluate)
27.Rubric, Checklist (Evaluate)
20. Verbal: Lectures on Court Cases
Visual: Lectures with Pictures of individuals involved
Logic: Inclusion of dates, graphs, numbers
Interpersonal: group work on project
Intrapersonal: Research will be have to be done as homework on their own.
Music: Right can relate to things like music ownership, sharing ect,
Kinesthetic: Computer work
Naturalistic: Some of the choices for rights will concern the human body, environment or animals.
28.Students will be able to explain how a certain right has been gained, lost or changed over time (Organize)
Lesson 5
Product: Video
30. Discussion about different types of government (Hook)
31.Research different countries' governmental structure. (Equip) Students will use a idea rake to organize their ideas on parts of the government. (Explore), Cooperative Learning (Experience)
32.As they use the graphic organizer they will brainstorm the big idea. (Rethink) Once they self-assess using the checklist, they will make improvements to their product. (Revise) Practice their presentation/report out (Rehearsal) Teacher will feedback through the wiki and students will again improve their product. (Refine)
33.Rubric, Checklist (Evaluate)
34.Verbal: Lectures on different countries
Visual: Lectures with Pictures countries involved
Logic: Inclusion of dates, graphs, numbers
Interpersonal: group work on project
Intrapersonal: Research will be have to be done as homework on their own.
Music: In video production music will be used, also can play music from different countries.
Kinesthetic: Computer work
Naturalistic: can film outside.
35.Students will be able to explain how another country's government works (Organize)
Lesson 6
Product: Email to a legislator.
37. Discussion about problems you might talk to a legislator about (Hook)
38. Research a problem in the area. (Equip) Students will use an KWS chart to organize their ideas on parts of the government. (Explore), Cooperative Learning (Experience)
39.As they use the graphic organizer they will brainstorm the big idea. (Rethink) Once they self-assess using the checklist, they will make improvements to their product. (Revise) Practice their presentation/report out (Rehearsal) Teacher will feedback through the wiki and students will again improve their product. (Refine)
40.Rubric, Checklist (Evaluate)
41.Verbal: Writing out an email to legislators
Visual: Taking photos of problem areas to include.
Logic: Using data to talk about possible solutions and funding.
Interpersonal: group work on project
Intrapersonal: Research will be have to be done as homework on their own.
Music: Can discuss issues about music.
Kinesthetic: Computer work
Naturalistic: Environmental issues will be an option to talk about.
42. Students will be able to understand how one might play a role with government. (Organize)
2004 ASCD and Grant Wiggins and Jay McTighe